NU 629 Health Promotion – Disease Prevention Week 1 Discussion
Regis University NU 629 Health Promotion – Disease Prevention Week 1 Discussion-Step-By-Step Guide
This guide will demonstrate how to complete the Regis University NU 629 Health Promotion – Disease Prevention Week 1 Discussion assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
Whether one passes or fails an academic assignment such as the Regis University NU 629 Health Promotion – Disease Prevention Week 1 Discussion depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
The introduction for the Regis University NU 629 Health Promotion – Disease Prevention Week 1 Discussion is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
After the introduction, move into the main part of the NU 629 Health Promotion – Disease Prevention Week 1 Discussion assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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DQ1 Icebreaker—Getting to Know Your Classmates—Your First Memory of a Primary and a Secondary prevention Experience.
Note: All complete/incomplete items must be completed to pass the course. If you receive an incomplete, you must contact your professor immediately as you are in danger of failing the entire course.
Meet your classmates: Use this discussion board to introduce yourself, and to give a brief overview of your professional history.
In addition, answer the following questions:
What is your first memory of a primary prevention? A trip to the doctor’s office for your immunizations? Is this a positive or negative memory?
What is your first memory of a secondary prevention? Is it a positive or negative memory?
What do you wish might have been different, if anything, about either of these preventative healthcare experiences and why?
Please take the time to read your classmates’ posts. See if their preventative experiences are similar and get to know more about who else is going on this wonderful journey.
DQ2 World Health Organization (WHO) and “Your” Definition of Health
Initial Post
“Health is a state of complete physical, mental, and social well-being and not merely the absence of disease and infirmity” (World Health Organization, 2005). This 1946 historical definition of health remains pertinent to this day, and it helps to guide not only our perception of health but also that of illness. For this week’s discussion, you should review the WHO’s definition of health and do an online search to see how others perceive the concept of health, then create your own definition of health. Consider that there are individuals who have physical abnormalities but do not feel “ill,” and those with no physical changes who yet report feeling “less than well.” How might these two statements affect the overall balance or well-being of an individual and their outlook on their total health? What is the role of the Advanced Practice Registered Nurse (APRN) in terms of addressing the health of individuals and communities?
Include the following in your initial post:
Discuss your own personal definition of health.
How does your definition compare to the WHO’s definition of health?
What do you see as the role of the APRN in addressing not only the health of individuals but that of the community?
Include a minimum of three scholarly references.
When replying to your classmates, compare your post to the content of your peers and answer the following questions. Reply to at least two of your classmates on two separate days (minimum), utilizing at least two scholarly references per peer post.
Reply 1: Using the definition of health and an individual’s perception of their own health, how can you distinguish between a vulnerable individual versus a vulnerable group?
Also Read: HP 609 Week 8 Assignment Final Field Experience Log
Reply 2: Compare and contrast your personal definition of health to that of a peer. Are you satisfied your definition? Why or why not?
Sample Answer for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
I agree with your thoughts abut children being a vulnerable population. I personally find pediatric nursing very difficult. Childhood experiences set the precedence for the future adults they will become. Addressing issues of trauma early can help children learn how to cope effectively and correctly when they get older. A retrospective study of over 17000 predominantly white middle class American found not only that childhood trauma is prevalent, but also that it influences physical, mental, and emotional health as adults and can shorten life expectancy (Sweeney, A., et al 2018). The prevalence of childhood trauma continues to be high and has become a medically relevant contributor to morbidity and mortality given the accumulating evidence showing relationships between childhood trauma and adverse behavioral, mental, and health outcomes (Brindle, R. C., et al, 2018).
Puberty is a sensitive transitional period between childhood and adulthood, during which a growth spurt occurs, secondary sexual characteristics appear, fertility begins, and marked changes in the neuroendocrine system unfold (Lei, M. K., et al, 2018). Studies have proven that when children experience childhood trauma or adversity, pubertal maturation is often accelerated and accelerated puberty is linked to early onset of cardiovascular disease (Lei, M. K., et al, 2018). Its important for health care providers especially those in the pediatric field need to have excellent assessment skills to help see signs of trauma and address them early.
References
Brindle, R. C., Cribbet, M. R., Samuelsson, L. B., Gao, C., Frank, E., Krafty, R. T., … & Hall, M. H. (2018). The relationship between childhood trauma and poor sleep health in adulthood. Psychosomatic medicine, 80(2), 200.
Lei, M. K., Beach, S. R., & Simons, R. L. (2018). Childhood trauma, pubertal timing, and cardiovascular risk in adulthood. Health Psychology, 37(7), 613.
Sweeney, A., Filson, B., Kennedy, A., Collinson, L., & Gillard, S. (2018). A paradigm shift: relationships in trauma-informed mental health services. BJPsych advances, 24(5), 319-333.
Sample Answer 2 for NU 629 Health Promotion – Disease Prevention Week 1 Discussion
A great majority of people in this world have experienced some form of trauma whether it is in their past or recent. Everything we go through in life has an impact on us, either good or bad. The Substance Abuse and Mental Health Services Administration defines trauma as: “an event, series of events, or set of circumstances experienced by an individual as physically or emotionally harmful or life-threatening with lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being” (“Understanding the effects of trauma on health”, 2017). It is estimated that about one in four children experience maltreatment in their life, one in four women experience domestic violence, and one in five women and one in seventy one men experience rape in their life (Tello, 2018).
To further discuss trauma among children, it is estimated that almost half of all American children younger than 18 years old have experienced at least one traumatic event in their life (Forkey et al., 2021). As a pediatric registered nurse, I have had a lot of patients who fear different aspects of their hospital stay whether it is getting stuck with a needle or having a procedure done. I also have had patients who have been physically and sexually assaulted. There really is a lot that happens to people, regardless of age, that we don’t know about until we have to assess them and either find something on them or can interpret that something happened to them based on how they act or what they say. Trauma experienced in childhood has a high risk of causing stress, PTSD, disruptive behaviors, substance abuse, anxiety, and depression (McLaughlin & Lambert, 2017). As a future pediatric nurse practitioner, it will be important to treat all my patients as if something may have happened in their past and has caused them to act the way they are. It’s also important that APRN’s don’t push for information from patients.
References
Forkey, H., Szilagyi, M., Kelly, E. T., & Duffee, J. (2021, August). Trauma-informed care. American Academy of Pediatrics. Retrieved October 12, 2021, from https://pediatrics.aappublications.org/content/148/2/e2021052580.
McLaughlin, K. A., & Lambert, H. K. (2017, April). Child trauma exposure and psychopathology: Mechanisms of risk and resilience. NCBI. Retrieved October 12, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5111863/.
Tello, M. (2018, October 16). Trauma-informed care: What it is, and why it’s important. Harvard Health. Retrieved October 12, 2021, from https://www.health.harvard.edu/blog/trauma-informed-care-what-it-is-and-why-its-important-2018101613562.
Understanding the effects of trauma on health. (2017, June). Retrieved October 12, 2021, from https://www.traumainformedcare.chcs.org/wp-content/uploads/2018/11/Fact-Sheet-Understanding-Effects-of-Trauma.pdf.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.